Lesson 9: Lifespan Development

Attention

They say that the only things that are constant in life are "Death and Taxes"...they may be right!

We won't speak of "Taxes" here, but we can speak of "Death", and necessarily, we can speak of "Life"! You see, this is the part of the course where we all share something...we are all undergoing development over time. The study of Human Development is simply how people change...how they change in predictable ways because of genetic influences that we all share (such as the fact that we all learn to speak and pee and walk around the same ages) and how people change in unpredictable ways (such as when someone becomes a quadriplegic at age 13).

All the models and theories in this Lesson point to understood trends in how people change...by looking how people change in "normal" ways it allows us to predict what will happen when something bad (or good) happens.

Here is an example: Let's take a look at the question "How does divorce effect the kids?"

You might agree this is an important question, but it is not really complete. I would ask..."Well, how old are the kids?" You KNOW that kids going through a divorce when they are 2 months old is different than when they go through a divorce when they are 13 years old...WHY?

The Developmental Perspective attempts to answer this...when we ask how old the kids are we can look at the theories and models we have about kids and see what is "normally" going on during this time...chances are a disruption (like divorce) may have an impact on those things. So we confirm our suspicions that the impact of a divorce on kids depends on how old the kids are! This is called taking the "Developmental Perspective"!!

Think about it...what if the kids are 35 years old...?

Learning Outcomes

Upon completion of this lesson's material, students will be able to:

  • Apply an understanding of the various clocks to an assessment of their importance in your own development
  • Apply an understanding of Erikson's Psychosocial Development theory to an analysis of self and others' major life events
  • Discuss the interaction between the development of Identity, Intimacy, and Generativity

Teaching

There is a lot that can be said about Human Development...so KVCC has a whole class to talk about it...PSY 215: Developmental Psychology...many of you will have to take it.

Essentially the study of Human Development is the study of how people change as the result of a set of naturally and socially constructed developmental clocks.

  • Psychological Clock
    • The Psychological Clock marks the changes in a persons cognitive and emotional maturity. It also clocks some memory development, attention span, etc.
    • When we say someone is "Mature for their age" we are referring in part to that persons advanced state of Psychological Clock.
  • Biological Clock
    • The Biological Clock represents our natural aging proceess...the time when we become sexual beings, the time when are the most physically fit, the time when we start to have gray hair, and ultimately our time to die.
    • You have likely heard this term referring to the stress that some women feel when they are approaching an age when they may not be able to have children.
  • Social Clock
    • First of all...the Social Clock has nothing to do with being "social" like going out with friends and such...!!!
    • Social Clock refers to all those standards, morals, values, and expectations about how people should behave at a specific age.
    • When people violate these expectations we find them weird, funny, peculiar, and possibly even frightening.
    • Some of these Social Clocks are best characterized by the "shoulds"...
      • When SHOULD a person become sexually active
      • When SHOULD a person have a baby
      • When SHOULD a person move out of the house
      • When SHOULD a person get married
  • Historical Clock
    • I mentioned the Historical Clock earlier in the course when we discussed the Baby Boomers, Generation X, Generation Y, etc.
    • The Historical Clock emphasizes all these aspects of our cultural upbringing specific to the time in history when we were born.
    • Different times in history have different expectations and primarily different Social Clocks

Here is an example of one person's experience with different Generations interacting in a single work environment!

The Historical Clock refers to characteristics that is associated with being raised in a specific time. This is typically categorized with generation names such as Baby-Boomers or Gen X.

One situation where it is very easy to see the distinctions between these generations is in the workplace.
I worked for years at the UMF Computer Center. Our director was what was considered in the Veterans group, the programmers were Baby Boomers, the networking and technicians, and myself were Generation X, and all of my student workers were Generation Y. It was very interesting to witness the different work ethics, management styles, and just ideas on life in general.

The "Great Generation"

For example, our "Veteran" director rarely checked his email, and preferred paper to digital. When he spoke, he took his time to answer a question, and responded with a "silver-tongue" as it were. He was extremely frugal when it came to the budget, and his management style was, while calm and listening, did expect solid efficient results. He worked over 80 hours a week, and rarely took any days off. Retirement was not even on his radar.

Baby Boomers

Our Baby-Boomers were very into the technology, communicated mostly with email, worked a normal 40-60 hours a week, and their management style was a little more lenient than the director. Many were looking forward to retirement, and had plans on how they were going to spend their time with travel.

Generation X

Now comes my Gen X. Technology is a huge part of our daily lives, and emails overtake the use of phone calls. Our cell phones are nearby at all times. Personally, I felt that I had a lot of opportunities and could work to accomplish anything I wanted. I certainly didn't mind starting from the bottom to work my way up in my career. I tried to think ahead towards retirement, so I saved my money as much as I could. (still do) My work week was never less than 50 hours, and basically I was on call 24/7, as most IT positions are. My management style was fair, fun, focused on team work, yet not afraid to set boundaries and consequences.

Generation Y

My student workers had a very different work ethic. I would typically have to bribe several of them to show up to work on time. Constant texting and social media on the job was a constant problem. They didn't care much for authority, or feedback. And if they didn't like what we managers had to say, they could simply walk out because they could get another job in a heartbeat. Not to say that there weren't some excellent work-study students, but in general they fit the stereo-typical characteristics of the Gen Y category. They have many more options educationally and career-wise. They were raised in a society that "everyone wins", so receiving negative feedback or constructive criticism is not well-received. There is also a sort of sense of entitlement as well. On a priority scale, social time and fun ranked high, and work at the bottom.

The Historical Clock in the workplace isn't always so chronological. These days you find more Gen Xers or even Gen Y (or Nexters), in management positions over Baby Boomers. This can cause a disconnect in communication between managers and employees. Also there can be a decrease in morale in some workers whose managers are younger than the employee. Unfortunately, it probably won't be long until I'm in such a position.

-Lisa Blue

Erikson's Psychosocial Stage Theory

One specific researcher has done a lot to advance the concept that people change over the course of their lifespan. His name was Erik Erikson and he developed a stage theory of human development that spans both the Psychological Clocks and the Social Clocks and describes "conflicts" that must be encountered between the developing person and their environment.

Ultimately the individual's task is to develop an integrated sense of self.

Each of Erikson's stages in identified as a "conflict" or opposing results. Each of the stages is characterized by a specific interaction between the individual and his or her environment.

This is rather lengthy, but well worth the read...

As you read through the following stages with their sets of opposites, notice which strengths you identify with most and those you need to work on some more.

Infancy: Birth to 18 Months
Ego Development Outcome: Stage 1: Trust vs. Mistrust
Basic strength: Drive and Hope

Erikson also referred to infancy as the Oral Sensory Stage (as anyone might who watches a baby put everything in her mouth) where the major emphasis is on the mother's positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn to trust that life is basically okay and have basic confidence in the future. If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of worthlessness and a mistrust of the world in general.

Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief that the world is trustworthy and that every individual has a right to be here.
Not surprisingly, the most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.

Early Childhood: 18 Months to 3 Years
Ego Development Outcome: Stage 2: Autonomy vs. Shame
Basic Strengths: Self-control, Courage, and Will

During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong. And one of our skills during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for parents, but it develops important skills of the will. (See Use of the Will from He Hit Me Back First!)

It is also during this stage, however, that we can be very vulnerable. If we're shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result.

The most significant relationships are with parents.

Play Age: 3 to 5 Years
Ego Development Outcome: Stage 3: Initiative vs. Guilt
Basic Strength: Purpose

During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world—"WHY?"

While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt.

The most significant relationship is with the basic family.

School Age: 6 to 12 Years
Ego Development Outcome: Stage 4: Industry vs. Inferiority
Basic Strengths: Method and Competence

During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem.

As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.

This entire section is copied from the following website: http://www.learningplaceonline.com/stages/organize/Erikson.htm

Adolescence: 12 to 18 Years
Ego Development Outcome: Stage 5: Identity vs. Role Confusion
Basic Strengths: Devotion and Fidelity

Up to this stage, according to Erikson, development mostly depends upon what is done to us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues.

Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.

A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes.

It is no surprise that our most significant relationships are with peer groups.

Young adulthood: 18 to 35
Ego Development Outcome: Stage 6: Intimacy and Solidarity vs. Isolation
Basic Strengths: Affiliation and Love

In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don't start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level.

If we're not successful, isolation and distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others.
Our significant relationships are with marital partners and friends.

Middle Adulthood: 35 to 55 or 65
Ego Development Outcome: Stage 7: Generativity vs. Self absorption or Stagnation
Basic Strengths: Production and Care

Now work is most crucial. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to "be in charge," the role we've longer envied.

The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness.

As our children leave home, or our relationships or goals change, we may be faced with major life changes—the mid-life crisis—and struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become self-absorbed and stagnate.

Significant relationships are within the workplace, the community and the family.

Late Adulthood: 55 or 65 to Death
Ego Development Outcome: Stage 8: Integrity vs. Despair
Basic Strengths: Wisdom

Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. Our strength h comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life.

On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering "Was the trip worth it?" Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct.

The significant relationship is with all of mankind—"my-kind."

This entire section is copied from the following website: http://www.learningplaceonline.com/stages/organize/Erikson.htm

Adulthood Big Picture

Here are some of the important issues and topics related to Adulthood:

  • Gender Development and Gender Roles
  • Expectation (Sense of future and goal orientation)
  • Intimacy (Stage 6 in Erikson's Theory)
  • Physical Changes and Aging
  • Achievement (Erikson's Midlife stage of Generativity...the "Mid Life Crisis")

As a researcher I am very interested in the development of people through Stages 5, 6, and 7. The first 4 stages set the stage for the development of self. Stage 5 firms up some of what we know about ourselves and we develop a cohesive picture of who we are.

In stage 6 we seek to join with another in intimacy...notice that knowing SELF precedes connection with OTHER. In reality, many seek both a sense of self (Stage 5) and a sense of connection with other (Stage 6) at the same time. My work has led me to develop a theory to help understand poor relationships as a function of individuals who's sense of self is "dependent" on others...essentially one of the possible outcomes of trying to develop self and a connection to others at the same time.

Stage 7, the longest of the stages, is the time of productivity...doing your life's work...whatever that is. The stereotype of Midlife Crisis ("Wow, Bob just up and left his wife and kids, bought a convertible, and started dating a young girl named Buffy!") is not that common. However...

Midlife is a time of review..."Am I going in the right direction to leave the legacy to my life?" Many times people find that they are not doing what they really want to do and NOW is the time to make a change. Some might switch careers, some might decide to go back to school now that the pressures of parenting are no longer so intense...etc. etc. etc.

KVCC is a MAGNET for those of us in Midlife!!

Carly is a Teenager!

Check out this video regarding a girl with Autism who quite suddenly found her voice and is revealing so much about her world to us.
This is quite an emotionally charged video.

In regard to this Lesson, Carly's intelligence could not really be measured before she "came out"...now we have a much better picture of what she is really like, both her intelligence and her personality. I am particularly intrigued by the part in the video when she is asked about the reporter's son, who wants to play football. Carly's question demonstrates how her normal developmental processes are still in place despite years being locked inside the shell of an Autistic body.

Assessment

In this section you will find a list of the required Assessments that accompany this Lesson. The Lesson Discussions are designed for the ONLINE and HYBRID versions of this course. If you are not in an ONLINE or HYBRID version of this course you can ignore these instructions unless otherwise guided by your instructor.

Lesson 9 Discussion A

Read the section on the interaction between Identity, Intimacy, and Generativity. Share your own story about how your own stages are developing and interacting with one another.

Lesson 9 Discussion B

Locate at least two different people in your life that fall within different "Generations" (an aspect of the Historical Clock). Review the description with each person and report on their reaction to it. According to them is the description accurate? What else did they say? Share this report with your classmates in this discussion.

Lesson 9 Quiz

  1. In terms of the Developmental Clocks, describe an aspect of your development that is a component of the Psychological Clock.
  2. In terms of the Developmental Clocks, describe an aspect of your development that is a component of the Social Clock.
  3. In terms of the Developmental Clocks, describe an aspect of your development that is a component of the Historical Clock.
  4. Consider Erikson's theory for this quiz. Review stages 5 (Identity), 6 (Intimacy), and 7 (Generativity). Note how they are tied together such that your sense of self (Identity) causes you to seek the presence of others (Intimacy) in order to achieve your life goals (Generativity). Write a short essay reflecting on your own personal journey of Identity - Intimacy - Generativity. If any of these are significantly under development (and they may very well be) reflect on your hopes related to each of them and your specific plans to bring about positive development.